Globalization, Social Movements, and Education
Globalization, Social Movements, and Education
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全球化、社会运动和教育
DOI：
10.1177/016146811111300605
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
R. Cortina
中科院分区：
文献类型：
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作者：
R. Cortina
背景/背景本文是哥伦比亚大学师范学院为期一年的教师研讨会特刊的一部分。研讨会的目的是用新的术语审视全球化、教育和公民意识之间的关系。参与者来自不同的研究和实践领域，其中包括艺术教育、比较教育、课程和教学、语言研究、教育哲学、社会研究和技术。他们带来了来自社会科学和人文学科的不同学术框架。他们因各自的研究兴趣而接受了参加邀请，所有研究兴趣都涉及全球化世界的教育。他们还对在研讨会上与来自不同领域的同事一起学习的难得机会感到感兴趣，否则考虑到当今大学生活的紧张状况，他们可能永远不会与他们互动。与会者发现研讨会在全球化、教育和公民意识方面产生了很多想法。参与者还赞赏这对他们来说成为专业和个人成长的新颖而丰富的机会。目的/目标 随着全球化这一术语意味着市场、通讯和人类移民之间日益增强的相互联系，世界各国的社会和经济鸿沟正在阻碍许多人进入社会的主要机构，包括特别是教育。我写这篇文章的目的是反思约翰·杜威在《民主与教育》中指出的关于“教育的完全社会目的”和民族国家机构的困境。在民族国家控制公共教育意义的历史背景下，我的目的是通过人类能动性和社会运动来寻找定义公共教育的新意义，以墨西哥为例。我的文章是在 1810 年墨西哥独立 200 周年和墨西哥革命 100 周年之际写的，反思了这两件重大事件以及它们如何随着时间的推移对教育的社会意义的转变做出了贡献。两个群体——妇女和土著人民——并没有从教育、公民身份和社会机会中相应地受益。我的论点是，赋予妇女和土著群体权力不是因为国家行动，而是因为社会运动对通过民族国家的能力为她们提供的受限身份和不完整公民身份提出质疑。了解“教育的全部社会目标”对于了解加强教育、公民意识和社会机会的前进方向至关重要。结论/建议 我参加教师研讨会和我们讨论的阅读材料使我重新发现了约翰·杜威的著作，这激发了我在民族国家控制公共教育意义的历史背景下对“教育的完全社会目的”的思考，以及我自己通过人类能动性和社会运动寻找公共教育新意义的探究。此外，杜威 1926 年访问墨西哥期间的著作为我开启了新的研究议程。我对一段尚未得到充分研究的墨西哥教育越来越感兴趣，特别是哥伦比亚大学师范学院约翰·杜威的学生在1920年代和1930年代墨西哥公共教育体系的发展以及该时期墨西哥农村学校和中学的创建中所扮演的角色。
Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective With globalization—a term that signifies the ever-increasing interconnectedness of markets, communications and human migration—social and economic divides in countries around the world are hindering the access of many people to the major institutions of society, including and especially education. My goal in this essay is to reflect on the dilemma that John Dewey identified in Democracy and Education regarding the “full social ends of education” and the agency of the nation-state. Against the historical background of the nation-state's control of the meaning of public education, my intent is to search for new meanings defining public education through human agency and social movements, using Mexico as an example. My essay, written on the 200th anniversary of Mexico's Independence in 1810 and on the 100th anniversary of the Mexican Revolution, reflects on these two major events and how they contributed to shifts in the social meaning of education over time. Two groups—women and indigenous people—did not benefit proportion-ately from education, citizenship and social opportunity. My argument is that the empowerment of women and indigenous groups took place not because of state action but because of social movements contesting the restricted identity and incomplete citizenship provided for them through the capacity of the nation-state. It is crucial to understand the “full social ends of education” to see the way forward in strengthening education, citizenship and social opportunity. Conclusions/ Recommendations My participation in the faculty seminar and the readings we discussed led me towards the rediscovery of the writings of John Dewey, which stimulated my thinking about the “full social ends of education” against the historical background of the nation-state's control of the meaning of public education and my own inquiry to search for new meanings of public education through human agency and social movements. Moreover, the writings of Dewey during his visit to Mexico in 1926 opened a new research agenda for me. I have become increasingly interested in a period of Mexican education that is not well researched, particularly the role of John Dewey's students at Teachers College, Columbia University in the development of Mexico's public education system during the 1920s and 1930s and the creation of the Mexican rural schools and the middle schools during that era.